The measurement of student learning is becoming increasingly important in U.S. higher education. One way to measure learning is through longitudinal testing, but this becomes especially difficult when applied to cumulative learning within programs in situations of low persistence. In particular, many Hispanic Serving Institutions (HSIs) find themselves in such situations. Cross sectional testing is a pragmatic alternative, so long as maturity and selection effects can be estimated. The purpose of this paper is to demonstrate the utility and mechanics of measuring learning through cross sectional testing. (Contains 3 tables.)